Professional Documents
Culture Documents
First Name
Denis
Last Name
Baik
UH Email
denisb@hawaii.edu
Date
April 2, 2015
Semester
Spring
Year
2015
Grade
Level/Subject
First Grade
Lesson Duration
45 minutes
Title
Mathematics
Lesson Overview
Students will examine some features of basic 3-D objects. Students will identify the 3-D
object, determine how many flat and curved surfaces there are, and connect it to real
world examples.
Central Focus (Enduring Understandings)
Students must be able to identify the three dimensional shape, the different 2-D shapes
that make up the 3-D shape, connect with real world examples, and determine if the
shape has flat, curved, or both surfaces,
Essential Question(s)
The big idea of the lesson stated as a question or questions
What two-dimensional shapes make up three-dimensional shapes?
What three-dimensional shapes have flat surfaces?
What three-dimensional shapes have curved surfaces?
Content Standard(s)/Benchmark
CCSS.MATH.CONTENT.1.G.A.1 - Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus non-defining attributes (e.g., color,
orientation, overall size) for a wide variety of shapes; build and draw shapes to
possess defining attributes.
Prior Academic Knowledge and Student Assets
Students have background knowledge about two dimensional and three dimensional
shapes because of past Stepping Stones lessons.
Students can identify, name, and describe the features of two dimensional shapes.
Students explored squares, rectangles, triangles, hexagons, and circles.
Students know the names of different three dimensional shapes. They were not taught
the attributes/features of three dimensional shapes. Students were exposed to cubes,
rectangular prisms, triangular prisms, cones, spheres, pyramids.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps the
student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate
identifies and supports language demands associated with key learning tasks.
Two-dimensional shapes (circle, triangle, square, rectangle)
Three-dimensional shapes (cube, sphere, cylinder, cone, prisms, pyramid, cylinder,
hemisphere)
Flat/curved surfaces
Teacher
Student
Teacher shows students a cube and invites Students participate in a whole group
them to answer essential questions. What
discussion.
is the name of the shape? How many flat
surfaces are there? Curved surfaces if
any? What different shapes make up this
3-D shape?
Teacher explains differences between flat
and curved surfaces.
Teacher invites a few students to count the
flat surfaces on a cube.
Teacher discusses how a cube has all flat
surfaces.
Teacher asks, Are there any objects you
can see that have a round or curved
surface?
shapes.
Teacher organizes students in small
groups (three students per group) and
distributes a three dimensional shape to
each group. Instruct students to share their
shape so that all of them have a chance to
hold it.
Assessment
Assessing students on:
Recognizing 2D shapes that are used to make 3D shapes
Connecting 3D shapes to real world objects
Recognizing 3D shape features - flat surfaces and curved surfaces
Identifying 3D shapes
TYPE OF LEARNER
ELL/MLL
Struggling
Materials
3D shapes
Stepping Stones student journal